3. Creating A Stand

Objective

To create a sturdy binder stand using laser-cut dividers/shelves, assembled and glued together to support the weight of multiple binders.

Process

Design Phase:

• Measured the binders to determine adequate dimensions for the stand.
• Created the design for individual dividers using Inkscape, ensuring that the slots were correctly spaced to fit standard-sized binders.
• Engraved the dividers with the FabLab logo for a personalized touch.

Material Selection and Cutting:

• Initial Attempt: Used MDF that was too thin (around 3 mm). Although the cuts were easy, the material lacked the strength to support the binders, causing it to break under weight.
• Subsequent Attempts: Switched to a thicker MDF (around 6-8 mm). While this material was stronger and better suited to support the binders, it required multiple passes on the laser cutter to achieve clean cuts.

Assembly:

• Carefully glued the cut dividers together using wood glue, making sure to align the pieces precisely against the bottom and back pieces.
• Allowed the glued parts to dry thoroughly to ensure a strong bond.

Main Challenges

• Material Thickness: The initial MDF used was too thin and lacked the necessary strength, leading to instability and breakage.
• Cutting Through Thicker MDF: The thicker MDF required multiple passes on the laser cutter, which increased the time and precision needed to get clean cuts without burning the edges.

Reflection

Think on one or two educational activities in which you could integrate laser cutting at some stage of the activity. Explain briefly the activity. Do not forget to clear indicate the learning outcomes.

Students will design and build a birdhouse using MDF wood, learning about measurement, design, and basic woodworking concepts. They will use a laser cutter to cut out the individual pieces for their birdhouse. To encourage creativity and individual expression by allowing students to personalize their birdhouses with laser-engraved patterns, shapes, or messages.

Learning Outcomes:

• Understanding Design Principles: Students will learn how to transform a 2D design into a physical 3D object using Tinkercad.
• Measurement and Precision: Students will develop skills in accurate measurement and precision, understanding the importance of scaling and dimensions in design.
• Collaboration and Problem-Solving: Working in teams, students will practice communication and problem-solving skills as they troubleshoot design or assembly issues.
• Awareness of Ecosystems: Students will gain a basic understanding of how birdhouses can support local wildlife, encouraging ecological awareness.
• Technical Skills with Digital Tools: This activity will deepen students’ familiarity with laser cutting technology, focusing on the engraving process and its settings.
• Patience and Attention to Detail: As engraving requires precise planning and patience, students will develop attention to detail and careful craftsmanship.
• Increased Engagement: By personalizing their projects, students are more likely to feel a sense of ownership and pride in their work, boosting their engagement in the learning process.

Reflect on your own practice. When you prepare a lesson activity what are the things that you take into consideration? What are the critical aspects? What additional aspects do you need to take into consideration if you utilize digital fabrication processes?

When preparing a lesson activity, several key factors come into play to ensure that it effectively meets learning objectives and engages students. Here are the primary aspects I consider:

1. Learning Objectives Alignment with Curriculum: I always start by clearly defining the learning outcomes I want the students to achieve. I ensure the activity is aligned with the curriculum and targets specific skills or knowledge areas. Skill Development: It’s important to consider both cognitive (e.g., critical thinking, problem-solving) and social-emotional skills (e.g., collaboration, empathy) that the activity should develop.
2. Student Engagement Hands-On Interaction: I focus on making the activity as interactive and engaging as possible. Activities that involve movement, creativity, or hands-on learning tend to resonate more with students. Differentiation: I consider the diverse learning styles and abilities in the classroom. This means planning variations or extensions of the activity to challenge advanced students while providing support for those who might struggle.

3. Practicality and Resources Available Materials: I check if the required materials and tools are accessible within the classroom or school. Practicality is crucial to ensure that the activity runs smoothly without logistical issues. Time Management: I plan the activity to fit within the available time frame, breaking it down into manageable steps to keep students focused and on task. Critical Aspects of Using Digital Fabrication in Lessons When integrating digital fabrication processes into lesson activities, there are additional factors to consider that are critical for the success of the activity:

4. Technical Requirements and Setup Equipment Familiarity: It’s essential to understand the operation of the digital fabrication tools (e.g., laser cutters, 3D printers) and make sure both students and I are comfortable using them. Software Skills: I ensure that students have basic skills with design software (e.g., Tinkercad, Inkscape) to create or modify digital files before fabrication. If they lack these skills, I incorporate a mini-lesson to teach them the basics.

5. Safety Considerations Tool Safety: Safety is a top priority when using digital fabrication tools. I make sure to discuss safety protocols and supervise students closely while they use machines like laser cutters or 3D printers. Material Handling: I also consider the safety of materials being used, especially when dealing with fumes from certain plastics or the potential hazards of sharp edges from cut materials.
6. Planning for Iteration and Prototyping Design Thinking: Digital fabrication often involves a cycle of design, prototype, test, and refine. I encourage students to embrace this iterative process, teaching them that failure and improvement are key parts of learning. Time for Revisions: I allocate extra time in the lesson plan to allow for possible adjustments or reprints if the first attempts don’t meet the requirements or if there are technical issues.
7. Accessibility and Inclusion Accessible Designs: I take into account that not all students may be equally skilled in using digital tools. I ensure the activity is inclusive, providing additional support or simplified tasks for those who may need it. Equity of Access: If there is limited access to digital fabrication tools, I plan ways for students to share resources effectively or provide alternative options for those who cannot use the equipment.
8. Cost and Sustainability Material Efficiency: I consider the cost of materials and aim to design activities that minimize waste. I teach students to think about sustainability by reusing scraps or using recyclable materials where possible. Budget Constraints: I evaluate the cost-effectiveness of using certain materials and make sure the project fits within the budget limits of the classroom or school. Continuous Improvement and Feedback Reflective Practice: After completing the lesson, I reflect on what went well and what could be improved for future activities. Gathering student feedback also helps me refine the process. Adaptability: I stay flexible and ready to adapt the activity based on the students’ responses, any technical difficulties, or unforeseen challenges during the lesson. Incorporating digital fabrication into lesson activities offers rich learning opportunities but requires careful planning and attention to technical details, safety, and inclusivity. By considering these factors, I aim to create a positive and productive learning experience that maximizes the benefits of digital tools in the classroom.

Reflect on your past educational activities. How have you considered Socio-Emotional learning (or soft-skills) when preparing the activities? How do you integrate these soft-skills in your education? Could you provide some concrete examples? How have changed your perspective on socio-emotional learning / soft-skill / horizontal competences after this lecture.